The effects of implementing language objectives in a technology education class

Thumbnail Image

Date

2017

Journal Title

Journal ISSN

Volume Title

Publisher

Montana State University - Bozeman, College of Letters & Science

Abstract

In recent years, U.S. public schools have had an influx of students for whom English is a second language (ESL). These ESL students or English language learners (ELL) have a more difficult time learning academic language compared to their native English speaking peers. The Sheltered Instructional Observational Protocol (SIOP) was developed to help ESL students succeed in classes taught in a second language. Studies have shown SIOP as an effective means of instruction for ESL, and that following SIOP in the classroom is also successful in increasing student success among non-ESL students. This paper focuses on the effects of implementing one specific feature of SIOP (setting language objectives) in a technology education elective. In this classroom research project, the instructor implemented language objectives into alternating units of study and measured the effect of the language objectives on students' perception of content, students' peer engagement, students' confidence in science, technology, engineering and mathematics (STEM), and students' interest in STEM careers. The researcher collected data from student assessment, student journals, surveys, classroom observations and student interviews. This classroom research project found that when working independently on design activities, students performed better when language objectives were implemented. Language objectives led to more peer-to-peer interaction, and a drastic increase in peer-to-peer questions. By setting language objectives, students became more confident in their abilities to learn STEM concepts, however, interested in STEM careers remained constant

Description

Keywords

Science, Technology, Engineering and Mathematics (Education)

Citation

Endorsement

Review

Supplemented By

Referenced By

Copyright (c) 2002-2022, LYRASIS. All rights reserved.